6078855-22923500Stage 2 English
6078855-22923500Stage 2 English
External Assessment Comparative Analysis
LEARNING AREA English
TEACHER Celeste Aviet
YEAR / SUBJECT Stage 2 English
TASK NAME External Assessment: Comparative Analysis
DUE DATE 52768509588500
LEARNING DESIGN
Task: Complete a written comparative analysis of two texts and evaluate how the language features, stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and to influence audiences.
These texts can be selected from one or more of the following categories:
Extended texts (a novel, a graphic novel, collection of short stories, a biography, or other non-fiction prose text)
Poetry (a poet study, anthology, theme study, song lyrics)
Drama texts (play text or live performance)
Film texts (feature film or TV series episode)
Select one of the following options to formulate a response to in relation to your two chosen texts:
Compare the ways in which authors/directors explore ideas and draw an emotional response from the audience.
Compare and contrast the ways authors/directors position the audience to critique/evaluate/criticise ideas.
How do authors/directors use techniques to influence the audiences understanding/perception of ideas.
Task Duration:
2,000 words (max.) written
Important Notes:
In completing their comparative analysis you may draw on learning from, but must not use, texts read or viewed in other parts of the assessment program. However, you may use texts that are similar in type and purpose.
The comparative analysis must be a product of independent study, but it is appropriate for your teacher to advise and support you in choosing texts to compare. Students must not complete the comparative analysis as a shared exercise.
Draw on your prior learning about making a critical, analytical comparison of two texts completed in other areas of the course. Furthermore, complete your Comparative Study Booklet and planning resources so that you are equipped with necessary text details to complete the task.
Presentation Requirements:
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ASSESSMENT
Performance Standards for Responding to Texts
Knowledge and Understanding Analysis Application
A Comprehensive knowledge and understanding of the ideas and perspectives in a range of texts.
Thorough knowledge and understanding of the ways in which creatorrs of texts use a range of language features, stylistic features, and conventions to make meaning.
Extensive knowledge and understanding of a wide range of ways in which texts are created for different purposes, audiences, and contexts. Complex analysis of ideas,
perspectives, and/or aspects of
culture represented in texts.
Perceptive analysis of language
features, stylistic features, and
conventions used in texts, and
thoughtful evaluation of how
these influence audiences.
Critical analysis of similarities and differences when comparing texts.
Versatile and precise use of language and stylistic features to create a wide range of coherent texts that address the purpose, audience, and context.
Fluently integrated use of evidence from texts to develop and support a response.
Sophisticated use of accurate, clear, and fluent expression.
B Knowledge and understanding of the ideas and perspectives in a range of texts.
Knowledge and understanding of the ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.
Knowledge and understanding of a range of ways in which texts are created for different purposes, contexts, and audiences. Detailed analysis of ideas,
perspectives, and/or aspects of
culture represented in texts.
Detailed analysis of language
features, stylistic features, and
conventions, and evaluation of how these influence audiences.
Clear analysis of similarities and differences when comparing texts. Accurate use of language and stylistic features to create a range of coherent texts that address the purpose, context, and audience.
Appropriate use of evidence from texts to develop and support a response.
Consistent use of accurate, clear, and fluent expression.
C Knowledge and understanding of some of the ideas and perspectives in a narrow range of texts.
Knowledge and understanding of the ways in which creators of texts use some language features, stylistic features, and conventions to make meaning.
Knowledge and understanding of a range of ways in which everyday texts are created for different purposes, contexts, and audiences. Analysis of some ideas and perspectives represented in texts.
Description and some analysis of different language features, stylistic features, and conventions, and/or some evaluation of how these influence audiences.
Analysis of some similarities and differences when comparing texts. Generally accurate use of language and stylistic features to create texts that address the purpose, context, and audience.
Selection of some evidence from texts to develop and support a response.
Appropriate use of accurate, clear, and fluent expression.
D Knowledge and understanding of some ideas in texts.
Some knowledge and understanding of the ways in which creators of texts use language techniques and conventions to make meaning.
Knowledge and understanding of ways in which some everyday texts are created for different purposes and audiences. Description of some ideas in texts.
Description of some language features, stylistic features, and/or conventions.
Description of some similarities and differences in texts.
Use of some language and stylistic features to create a narrow range of texts.
Partial use of basic evidence from texts to develop a response.
Inconsistent use of accurate expression.
E Identification of an idea in a text.
Identification of a limited range of ways in which creators of texts use language techniques.
Recognition of one or more ways in which a familiar text is created.
Reference to an idea in a text.
Recognition of language or stylistic features.
Recognition of a simple connection between texts. Restricted use of language or stylistic features to create a text.
Limited use of evidence from a text in a response.
Limited use of clear expression.
